Conversation Analysis and Membership Categories

Day, Dennis

doi:10.1002/9781405198431.wbeal0211

Cited by 8 publications

(10 citation statements)

References 12 publications

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“…Suiting our goal to understand how change leaders represent educational scientists and talk about them in the interviews, we conducted a particular linguistic analysis, called Membership Categorization Analysis (Day 2012; Stokoe 2012; Ten Have 2004). Membership Categorization Analysis (MCA) is an ethnomethodological approach that particularly focuses on identifying ‘categories’ speakers use to make sense of others and themselves in social interactions in our daily lives (for examples see analytical procedure below) (Day 2012; Stokoe 2012; Ten Have 2004). When people describe others, they use categories, and by using categories, and so called category-bound predicates (statements about/related to the person one is referring to), we show that we recognize people “as certain sorts of people” (Day 2012, p. 1).…”

Section: Methodsmentioning

confidence: 99%

“My right-hand man” versus “We barely make use of them”: change leaders talking about educational scientists in curriculum change processes—a Membership Categorization Analysis

Velthuis

Helmich

Dekker

et al. 2019

Adv in Health Sci Educ

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Health professions education scholarship units (HPESUs) are increasingly becoming a standard for medical schools worldwide without having much information about their value and role in actual educational practices, particularly of those who work in these units, the educational scientists. We conducted a linguistic analysis, called Membership Categorization Analysis, of interviews with leaders of recent curriculum changes to explore how they talk about educational scientists in relation to these processes. The analysis was conducted on previously collected interview data with nine change leaders of major undergraduate medical curriculum change processes in the Netherlands. We analyzed how change leaders categorize HPESUs and educational scientists (use of category terms) and what they say about them (predicates). We noticed two ways of categorizing educational scientists, with observable different predicates. Educational scientists categorized by their first name were suggested to be closer to the change process, more involved in decisional practices and positively described, whereas those described in more generic terms were represented in terms of relatively passive and unspecified activities, were less explicit referenced for their knowledge and expertise and were predominantly factually or negatively described. This study shows an ambiguous portrayal of educational scientists by leaders of major curriculum change processes. Medical schools are challenged to establish medical curricula in consultation with a large, diverse and interdisciplinary stakeholder group. We suggest that it is important to invest in interpersonal relationships to strengthen the internal collaborations and make sure people are aware of each other’s existence and roles in the process of curriculum development.

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Section: Methodsmentioning

confidence: 99%

“My right-hand man” versus “We barely make use of them”: change leaders talking about educational scientists in curriculum change processes—a Membership Categorization Analysis

Velthuis

Helmich

Dekker

et al. 2019

Adv in Health Sci Educ

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“…Li Wei 2005). The participants' linguistic resources can be conceptualized at the levels of membership categories on the one hand (Sacks 1995: 40-48;Schegloff 2007;Day 2013) and participation frameworks on the other (Goffman 1981). The former here concern particularly linguistic memberships -how speakers position themselves or other participants as speakers of English or Finnish -but other categories emerge in the analysis as well.…”

Section: Multilingual Interaction With Asymmetric Resourcesmentioning

confidence: 99%

Negotiating membership and participation across languages in performative community arts

Paulasto

Logrén

2020

AFinLA

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This article examines multilingual English–Finnish interaction in a community art group, comprising dancers with varying cultural backgrounds, linguistic competences and physical abilities. The group is defined as an artistic / English as a lingua franca community of practice. The study avails of the authors’ ethnographic participant observation in the community and transcribed audiovisual data. Through conversation analysis and membership categorization analysis, the study centers on the negotiation of a role-playing exercise: how language choices reflect identity and enable participation, how individual and social motives and foci of attention contribute to the process of co-creation, and how the discussants merge reality and fiction in transitioning into the world of art. Besides aspects of membership and participation, the analysis uncovers ambiguities that emerge in the collaboration of participants with asymmetric language skills and diverse backgrounds. It also addresses the potential of community art to create an inclusive environment with artistic value.

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“…In the half century following the inception of conversation analysis, the insights provided in Sacks' ( 1972 , 1986 ) seminal work on membership categorization have been further developed by conversation analysts and ethnomethodologists (Hester and Eglin, 1997 ; Egbert, 2004 ; Schegloff, 2007a , b ; Deppermann, 2011 ; Lerner et al, 2012 ; to name but just a few). The reader is referred to Day ( 2013 ) for a useful summary. The journal special issue [ Discourse Studies 2012 Issue 14(3)] is a reflection of a renewed recent interest in membership categories.…”

Section: Introductionmentioning

confidence: 99%

Action-projection in Japanese conversation: topic particles wa, mo, and tte for triggering categorization activities

Tanaka

2015

Front. Psychol.

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Conversation analytic work has revealed how anticipatory completions and preemptive actions can offer invaluable glimpses into the cognitive, contextual, grammatical, and temporal bases of projectability in turn-taking, by virtue of their potential not only as a display of participants' online prediction of roughly what it might take to complete a turn-in-progress but also to plan the next move. While the predicate-final word order and the incremental transformability of turns in Japanese generally lead to delayed projectability of turn-endings, this may be partially offset by the capacity of certain postpositional particles to trigger and propel prospective action trajectories. This article engages in a case study of the topic particle wa (and related particles mo and tte), by demonstrating how its grammatical affordances, the categorization activities, and cognitive processing it can set in motion, coupled with the immediate contextual, and temporal-productional features may coalesce to a point of critical mass, thereby enhancing the projectability of the not-yet-produced trajectory of the current turn. The discussion attempts to contribute to recent debates on ways language-specific lexicogrammatical resources are deeply interlinked with the types of opportunities that are provided for social action.

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Conversation Analysis and Membership Categories

Cited by 8 publications

References 12 publications

“My right-hand man” versus “We barely make use of them”: change leaders talking about educational scientists in curriculum change processes—a Membership Categorization Analysis

“My right-hand man” versus “We barely make use of them”: change leaders talking about educational scientists in curriculum change processes—a Membership Categorization Analysis

Negotiating membership and participation across languages in performative community arts

Action-projection in Japanese conversation: topic particles wa, mo, and tte for triggering categorization activities

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